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By M Fernández Enguita

Pasó el tiempo en que los fines individuales y colectivos de l. a. educación, desde los angeles perspectiva del alumno o del profesor, estaban claros o podían darse por sentados. l. a. pluralidad de objetivos de los sectores implicados, l. a. rápida sucesión de las reformas.

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Principals play an important role in facilitating teacher leadership. They need to be active rather than passive supporters and need to help teacher leaders broker relationships. They must build support by explaining the role, establishing responsibilities, and working with the schedule to incorporate the work of teacher leaders into the structures of the school. This means the principal will have to provide common planning time, substitute coverage for peer observations, use faculty meetings for teacher learning, ensure professional development for teacher leaders, and expect teachers to work on improving instruction.

Chapter 2 provides a primer about how students learn, drawing on research in the neurosciences and the cognitive psychology of school learning. Chapter 3 focuses on motivation and the critical role motivation plays in the teaching–learning process. Chapter 4 includes discussions about the nature of knowledge, particularly how our current perspectives impact the purposes of schools and curriculum design. Chapter 5 describes instructional differentiation as an important feature in contemporary classrooms and provides practical guidance to teachers on ways to attend to individual needs and learning styles.

This type of knowledge is most often acquired from reading books such as this one, attending classes, or going to workshops. A second kind of knowledge is knowledge of one’s own practice. This is knowledge about particular practices individual teachers use in their classrooms and the effects these have on student motivation and learning. The reflection boxes we provide throughout the book and the approaches to teacher learning described in Chapter 15 Teaching and Learning in Today’s Schools • 13 are particularly valuable for helping to construct knowledge about one’s own practice because they provide structures for discussion and reflection on teaching practices.

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Educar en tiempos inciertos by M Fernández Enguita


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